Expertise in a domain of knowledge is characterized by a greater fluency for solving problems within that domain and a greater facility for transferring the structure of that knowledge to other domains. Deliberate practice and the feedback that takes place during practice activities serve as gateways for developing domain expertise. However, there is a difficulty in consistently aligning feedback about a learner's practice performance with the intended learning outcomes of those activities -- especially in situations where the person providing feedback is unfamiliar with the intention of those activities. To address this problem, we propose an intelligent model to automatically label opportunities for practice (assessment questions) according to the learning outcomes intended by the course designers. As a proof of concept, we used a reduced version of Bloom's Taxonomy to define the intended learning outcomes. Using a factorial design, we employed term frequency-inverse document frequency (TF-IDF) and latent Dirichlet allocation (LDA) to transform questions from text to word weightages with support vector machine (SVM) and extreme learning machine (ELM) to train and automatically label the questions. We trained our models with 120 questions labeled by the subject matter expert of an undergraduate engineering course. Compared to existing works which create models based on a selfgenerated dataset, our proposed approach uses 30 untrained questions from online/textbook sources to validate the performance of our models. Exhaustive comparison analysis of the testing set showed that TF-IDF with ELM outperformed the other combinations by yielding 0.86 reliability (F1 measure) with the subject matter expert. [For the full proceedings, see ED596512.]